TERTIARY SUPPORTS: SELF MANAGEMENT HOW DO WE GET

TERTIARY SUPPORTS: SELF MANAGEMENT HOW DO WE GET

TERTIARY SUPPORTS: SELF MANAGEMENT HOW DO WE GET UNSTUCK? Teaching Independence and Self Management Shift behavior management responsibility from teacher to student

Self management training is a pivotal skill SELF MANAGEMENT Discriminate between appropriate and inappropriate behavior Evaluate and monitor own behavior Reinforce own behavior

Alex: Getting Ready to Go Home 1. Put my chair on the desk __ 2. Get my coat ___ 3. Get my backpack __ 4. Line up ___

_ I did it!!! Mon Tue Wed Thur Fri Academic Social Adaptive Play/Leisure Profile A

Follow a work schedule independently (a minimum of 2 tasks) Follow a visual cue to ask for a break up to 3 times per 15 minute activity Complete handwashing routine independently

Follow a play schedule independently (a minimum of 2 tasks) Profile B Follow a work schedule independently ( a minimum of 4 tasks) Follow a visual cue to identify and use calming strategies

Follow visual cue to hold scissors and cut Follow a leisure schedule independently (a minimum of 2 tasks) Profile C Independently complete work activity/task

within a specified time frame and with 2 or less adult prompts Follow a visual cue to take turns during a game with peers Follow a visual cue to identify and use calming strategies Follow visual cue to

initiate and engage in social activity with peer Profile D Independently complete work activity/task within a specified time frame and with 1 or less adult prompts Follow a visual cue to

initiate and maintain conversations with adults and peers Follow a visual cue to attend to whole group discussion/ lesson Follow a schedule to independently engage in a rotation of

highly preferred and less preferred activities INSTRUCTIONAL STRATEGIES Anteceden t cue regulation SelfInstructio n SelfDirected

Learning Strategi es Selfreinforce ment Selfmonitoring Selfevaluatio n INSTRUCTIONAL STRATEGIES: ANTECEDENT CUE REGULATION The use of visual or

auditory prompts to assist a student in performing a target behavior Seldom used in isolation when teaching self management (i.e. modeling, reinforcement may be needed) WHAT WILL I DO TODAY? 1. Art -draw a picture -paint 2. Legos

-build a robot 3. Computer -play toy story game 4. Puzzle 1. tap shoulder 2. say name 3. give them a toy OR say, Can I play? 3. you and your friend feel happy!

Video Example: Auditory ..\My Documents\My Videos\Independenc e videos\Discrete Trial Brian R Home Prog ram Wash Hands with Tape.mpg IN GROUPS List the examples of antecedent-cue regulation that you use? BE CREATIVE!

INSTRUCTIONAL STRATEGIES: SELF-MONITORING Involves a student observing whether or not they have performed the target behavior 1. Put my chair on my desk _____ Listening to my Teachers My body and face are turned toward teacher

I am not talking when the teacher is talking I am not fidgeting with clothes or drawing IN GROUPS List different examples of selfmonitoring that you experience in your world INSTRUCTIONAL STRATEGIES: SELF-INSTRUCTION Involves a student providing instruction

(usually verbal) around the steps to perform a task of solve a problem Arms straight Knees bent Pull back Identify a problem State the solution Evaluate the action Deliver reinforcement

Does I come before e in _______? I before e except after c or sounded in eigh as neighbor and weigh. Word is spelled correctly INSTRUCTIONAL STRATEGIES: SELF-EVALUATION Requires a student to compare their performance of a target behavior with a set of criteria Alex needs to complete

4 steps and marks them off Mr. Franks is talking. He is talking about:_______________ Three words I need to listen for are: 1. 2. 3. Weekly Progress Chart Student: J onah Date: 3- 10- 3- 14- 05

Teacher: Mr. Sive Class: 4th grade Student Goals Goal: I will j oin peers in play at recess (ask to play and participate f or at least 2 minutes) 1 2 3 Seldom/ Never Sometimes

Mon Tues Wed 1 1 1 1 2

2 1 1 2 Thur Fri Total

Usually/ Always Goal: I will complete tasks by myself (with no more than 1 prompt f rom adult) 1 Seldom/ Never 2 Sometimes 3 Usually/ Always Goal: I will greet my f riends

throughout the school day (at least 5 a day) 1 Seldom/ Never 2 Sometimes 3 Usually/ Always Goal: 1 Seldom/ Never

2 Sometimes 3 Usually/ Always Key: 1 Seldom/Never: Student does not engage in target/goal behavior or only engages in behavior a low percentage of the time (i.e. if goal is to greet peers at least 5 times daily, student may greet peers once per day) 2 Sometimes: Student engages in target/goal behavior occasionally, but not consistently (i.e. if goal is to complete tasks independently 9 out of 10 times90%, student does so about 5 out of 10 times-50% of the

time) 3 Usually/Always: Student engages in target/goal behavior most or all of the time (i.e. if goal is to respond to initiations from peers 9 out of 10 times-90%, student does so at least 90% of the time) Total Column: Teacher can determine if how many points the student needs to earn to gain access to a motivating item/activity (i.e. 10+ points equals 20 minutes on computer at end of week) Adapted from Classroom Behavior Report Card Resource Book, Jim Write http://www.interventioncentral.org IN GROUPS Come up with 4 examples in which you have used or seen Self-Evaluation INSTRUCTIONAL STRATEGIES:

SELF-REINFORCEMENT Student accesses their own rewards or consequences I did it!!! Mon Tue Wed Thur How will you know when Kno w it has been learned? What

What skill are you teaching? How How will you teach it? THE HOW IS IMPORTANT: PROMPT SCHEDULE What level does the student need to get the answer right? What is your hierarchy to

fade the prompt (full physical, gesture, natural cue) Decision rule needed (i.e. 3 prompts at each level) Time For Folder Work: 1. Get Pencil 2. Get Folder 3. Open Folder 4. Take out worksheets 5. Rip off Page 1

6. Complete Page 1 7. Put in Folder 8. Complete Page 2 9. Put in Folder 10. Put Folder away How Did I Do? Did I ask to go to the bathroom and then went pee or poop? Yes No If yes, I get a piece of candy! Did I keep a calm body and do it by my self?

Yes No If yes, I get hugs and tickles from the teacher! How Did I Do? Did I ask to go to the bathroom and then went pee or poop? Yes No If yes, I get a piece of candy! Did I keep a calm body and do it by my self? Yes No If yes, I get hugs and tickles from the teacher!

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